Abstract This study reports on provision to assist students in the health sciences develop knowledge and skill in locating, evaluating, and synthesising sources to use as supporting evidence for the argument essays they are required to produce for first year courses at a university in New Zealand. Students were provided with support in the form of documents, tutorials, online discussion and structured assignment tasks, as well as through embedded instruction offered collaboratively by subject lecturers, an academic literacy developer, and a library professional. The provision was traced over students' first semester, and perspectives of staff and students elicited. Findings revealed that although it was generally evaluated as relevant and helpful, a number of problematic issues were identified related to information-sharing and the need for explicit instruction in linguistic and communicative components aspects of academic writing. The latter was evident in omission from the provision of topics such as disciplinary conventions, rhetorical purposes of citations, options for how to cite, and integration of sources into personal academic arguments. Findings suggest that the inclusion of opportunities to develop awareness of aspects of source-based writing in Year 1 and throughout students' undergraduate years would help them master this complex, multifaceted skill set.

中文翻译：

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在一年级健康科学课程中开发基于源代码的写作技能的嵌入式规定：学术素养开发人员如何做出贡献？

摘要 本研究报告了如何帮助健康科学专业的学生发展定位、评估和综合资料来源的知识和技能，以作为他们在新西兰大学一年级课程中要求撰写的论证论文的支持证据。学生获得了文件、教程、在线讨论和结构化作业形式的支持，以及由学科讲师、学术素养开发人员和图书馆专业人员合作提供的嵌入式指导。该规定在学生的第一学期进行了追踪，并引发了教职工和学生的观点。调查结果显示，虽然它被普遍评价为相关且有帮助，确定了一些与信息共享以及学术写作的语言和交际部分方面需要明确教学有关的问题。后者在提供诸如学科惯例、引用的修辞目的、如何引用的选项以及将来源整合到个人学术论点等主题中很明显。研究结果表明，在一年级和整个本科期间，提供机会培养对基于来源的写作方面的认识，将有助于他们掌握这一复杂的、多方面的技能。如何引用的选项，以及将来源整合到个人学术论点中。研究结果表明，在一年级和整个本科阶段，包括培养基于源写作的意识的机会将帮助他们掌握这一复杂的、多方面的技能。如何引用的选项，以及将来源整合到个人学术论点中。研究结果表明，在一年级和整个本科期间，提供机会培养对基于来源的写作方面的认识，将有助于他们掌握这一复杂的、多方面的技能。